Measures Of Educational Achievement Research Articles

Regional differences in educational achievement: A replication study of municipality data

The current study analyzed the relationships between explanatory variables such as socioeconomic status (SES), migration background (MB), and formal teacher competence, and aggregated grades in the Swedish lower-secondary school context by using aggregated municipality data from 2013, 2018, and 2019. SES indicators had larger effect sizes when data from different years were merged and when the outcome variable was changed to an alternative measure of educational achievement. In one model, the MB variable even became statistically insignificant. These results indicate that SES is an important variable which explains a substantial amount of variance in regard to school achievement indicators such as grade point average. Nonetheless, aggregated data may still suffer from omitted variable bias and biased effect size estimates.

School readiness screening and educational achievement at 9-10 years of age.

To determine whether a multi-domain school readiness screening, the Before School Check (B4SC), identifies children at risk of low educational achievement and to compare the educational outcomes between those referred for intervention and those with B4SC concerns who were not referred. In this longitudinal cohort study of children born at risk of neonatal hypoglycaemia (N331), the B4SC was performed at 4.5 years of age and a standardised curriculum-based measure of educational achievement was completed at 9-10 years of age. Outcomes of school readiness screening were categorised into 'school readiness concern' or 'no school readiness concern' while 'below standard' and 'well below standard' ratings of educational achievement were combined into a single category of 'low educational achievement'. Overall, 52% of children had ≥1 school readiness concerns at the B4SC, predominantly about behaviour (46%). Having ≥1 school readiness concern was associated with a nearly twofold increase in the likelihood of low academic achievement (OR1.85, 95% CI 1.14, 3.02), which was apparent only for behaviour concerns. Of the 128 children with behaviour concerns, only 10 (8%) were referred for further interventions. There was a statistically non-significant increase in the rates of low academic achievement among those referred than those non-referred (60% vs. 47%). Identification of behaviour concerns during B4SC is associated with a moderate increase in the likelihood of low academic achievement at 9-10 years. Further, research is needed to determine how academic achievement can be improved in children with behaviour concerns at school entry.

Repercussions of Poor Broadband Connectivity for Students in Rural and Small Town Michigan

This paper examines the repercussions of discrepancies in Internet connectivity for high school students in rural and small-town locations in Michigan. It provides detailed analyses of the interrelations between broadband connectivity, educational outcomes, digital skills, and broader life outcomes. While the disadvantages of insufficient Internet access are well established, existing research has not fully investigated the extent of student performance gaps resulting from varying levels of home connectivity. Our research uses a granular, yet fully de-identified original data set focused on rural broadband access that allows assessing the effects of discrepancies in connectivity on several measures of educational achievement, including grades, standardized test scores, and educational aspirations. With the help of intermediate school districts and Merit Network, we collected and combined information from three sources: a detailed survey of middle and high school students from 173 classrooms in 15 predominately rural Michigan school districts, SAT/PSAT standardized test scores, and home speed tests. This approach resulted in unique original data set of 3,258 observations. This data includes many households that are either cell phone dependent or cannot get broadband access at home (see Hampton et al., 2020). The paper explores the relations among infrastructure, sociodemographic variables, and student achievement outcomes, using multiple statistical approaches, including hierarchical linear models to address the nested structure of the relationships and path analysis. We find that students who do not have access to the Internet from home or are dependent on a cell phone only for access, perform lower on a range of metrics, including digital skills, homework completion, and grades. Students lacking home Internet, and those dependent on a cell phone, are also less likely to consider post-secondary education. A deficit in digital skills compounds inequalities in access, contributing to lower standardized test scores and less interest in STEM careers. Consequently, lack of broadband access not only impacts school performance, but also has broader repercussions for career choice, life income, and the ability to adapt to emerging demands of the workforce. We believe the findings are generalizable to rural America. Our analysis suggests that infrastructure availability and sociodemographic factors affect outcomes. Unlike most sociodemographic factors, access affects outcomes in indirect paths, particularly through its effects on digital skill. Based on these findings we offer policy considerations and practical recommendations for narrowing and eliminating these digital inequalities. Our analysis suggests a multi-pronged, polycentric policy approach. Whereas it is important to mobilize local creativity and initiatives, effective measures require the collaboration of local, state and federal decision-makers across traditional boundaries and jurisdictions.

One Order Fits All? Birth Order and Education in Immigrant Families

AbstractBirth order causes social inequality between siblings. In Western countries, earlier-born perform better than later-born. In non-Western countries, however, earlier-born generally perform worse than later-born. We use administrative data to compare birth order effects between the native population and Norwegian-born children of immigrants (450,864 individuals nested within 202,191 families). The outcome is based on lower secondary school points—a combined measurement of all marks at the end of compulsory education. We found negative effects of birth order on school points for Norwegian natives. This finding is in line with previous studies from Western countries using measures of educational achievement. Birth order effects amongst Norwegian-born children of immigrant parents vary according to maternal country of origin, with some displaying similar effects as natives and others displaying no birth order effects. These findings are surprising in light of the main theories on birth order, which are universalistic and do not predict group-differences. We argue that the universalistic theories need to be supplemented to account for our findings, and discuss the potential importance of cultural variation in family-related behaviours such as strategic parenting, kindergarten attendance, and peer-influence in high-achieving immigrant groups.

Bridging the gaps: inequalities in children’s educational outcomes in Ireland

Recent developments in the inequality literature have stressed the importance of inequality of opportunity as opposed to inequality of outcome. In this paper we investigate the presence of inequality of opportunity in two measures of educational achievement for a representative sample of Irish 9 year olds. Students are partitioned into four groups according to maternal education levels and gaps in outcomes are calculated between each group. Quantile decompositions of the pairwise gaps reveal substantial gaps between groups and that almost half of the gaps can be explained by differences in characteristics between the groups. Detailed decompositions show consistently significant effects for income, number of childrens books in the home and maternal age.

Quantification of Educational Inequality through the Application of Gini Coefficient in Educational Indices

Aim: This paper aims to show why it is important to keep an eye on educational disparities across countries and how to do so.Methodology: The paper uses the Gini coefficient of education, a method suggested by Hojo (2009) and Thomas, Wang, and Fan (2001). The degree of inequality in educational attainment was measured using this technique, and its historical development in Japan, Korea, and the United States was followed. Then, the Gini index was contrasted with the mean years people spend in school to see how the two measures evolved over time.Findings: The results showed that while educational inequality increased at varying rates across the three countries, the mean number of years people spent in school rose steadily. Second, it discovered that the Gini coefficient of Korea and the United States differed significantly, even though both countries have a sizable population that is highly educated.Novelty/Implications: This is a rare paper because it not only makes a case for why it’s important to pay attention to educational inequality but also explains what it is and how it relates to a more standard measure of educational achievement. In addition, the Gini coefficient was evaluated through a series of comparisons with other results.

Application ofZ-Number Based Modeling in Psychological Research

Pilates exercises have been shown beneficial impact on physical, physiological, and mental characteristics of human beings. In this paper, Z-number based fuzzy approach is applied for modeling the effect of Pilates exercises on motivation, attention, anxiety, and educational achievement. The measuring of psychological parameters is performed using internationally recognized instruments: Academic Motivation Scale (AMS), Test of Attention (D2 Test), and Spielberger's Anxiety Test completed by students. The GPA of students was used as the measure of educational achievement. Application of Z-information modeling allows us to increase precision and reliability of data processing results in the presence of uncertainty of input data created from completed questionnaires. The basic steps of Z-number based modeling with numerical solutions are presented.

Rejoinder: how to reduce racial disparities?: Upon what to intervene?

Rejoinder: how to reduce racial disparities?: Upon what to intervene?

How effective are drug treatments for children with ADHD at improving on-task behaviour and academic achievement in the school classroom? A systematic review and meta-analysis

Attention-deficit hyperactivity disorder (ADHD) has a significant impact on children's classroom behaviour, daily functioning and experience of school life. However, the effects of drug treatment for ADHD on learning and academic achievement are not fully understood. This review was undertaken to describe the effects of methylphenidate, dexamfetamine, mixed amfetamine salts and atomoxetine on children's on-task behaviour and their academic performance, and to perform a meta-analysis to quantify these effects. Nine electronic databases were systematically searched for randomized controlled trials comparing drug treatment for ADHD against (i) no drug treatment, (ii) baseline (in crossover trials), or (iii) placebo; reporting outcomes encompassing measures of educational achievement within the classroom environment. Forty-three studies involving a pooled total of 2,110 participants were identified for inclusion. Drug treatment benefited children in the amount of school work that they completed, by up to 15%, and less consistently improved children's accuracy in specific types of academic assignments, such as arithmetic. Similar improvements were seen in classroom behaviour, with up to 14% more of children's time spent "on task". Methylphenidate, dexamfetamine and mixed amfetamine formulations all showed beneficial effects on children's on-task behaviour and academic work completion. Atomoxetine was examined in two studies, and was found to have no significant effect. These review findings suggest that medication for ADHD has the potential to improve children's learning and academic achievement.

The politics of the English language in Zimbabwe

This article explores the politics of the English language in Zimbabwe, as reflected in the country's language policy, language practices and language scholarship. English is the country's sole official language. The majority of Zimbabweans who speak it learn it as an additional language. Those who are incompetent in it are disadvantaged because the language is the main medium of instruction throughout the education system, a measure of educational achievement and an important qualification for higher education and employment. With notable exceptions, mainstream language planning scholarship regards English as the medium of oppression and a killer language as far as indigenous languages are concerned, subsequently pushing for the status elevation and development of the latter as the only possible solution to the country's language problems. The authors suggest that a multilingual language policy will also need to devise strategies of directly addressing problems associated with English, in addition to promoting indigenous languages as alternatives.

Behavioural/attentional problems and literacy learning difficulties in children from non‐English language/cultural backgrounds

This article reports the findings of studies of the relationship between off‐task behaviours and measures of educational achievement. The work focused on children from an Arabic‐speaking/cultural background rarely studied in the literature. The first study involved children within a mainstream school context and found that measures of literacy and mathematics were related to scores on questionnaires designed to assess poor levels of attention and high levels of hyperactivity/impulsivity. The second study focused on intervention work in a special school for children with learning disabilities (LD). The data indicated that interventions designed to reduce off‐task behaviours while targeting spelling improvements showed good gains in learning. Overall, the findings are consistent with negative relationships between learning and behaviour problems that may be reduced by combined education‐behavioural intervention methods.

English Language Learners’ Transitional Needs from High School to University: An Exploratory Study

In this study, various measures of educational achievement of English language learners (ELLs) are compared to those of native English speakers (NS) who graduated high school in Calgary and were admitted into first year studies at the University of Calgary (U of C); and the literacy demands of university manifested in the readability levels of first year textbooks are analyzed. Findings suggest ELLs are academically competent, as reflected in the achievement outcomes of provincial high school diploma examinations in mathematics. The vast majority, however, are inadequately prepared for the literacy demands of university and are at immediate academic risk. Suggestions are made for policy, transitional programming, and the provision of services that may support academic achievement at university for this growing profile of learners on campus.

Financial Capacity of Older African Americans With Amnestic Mild Cognitive Impairment

This study investigated financial abilities of 154 patients with mild cognitive impairment (MCI) (116 white, 38 African American) using the Financial Capacity Instrument (FCI). In a series of linear regression models, we examined the effect of race on FCI performance and identified preliminary predictor variables that mediated observed racial differences on the FCI. Prior/premorbid abilities were identified. Predictor variables examined in the models included race and other demographic factors (age, education, sex), performance on global cognitive measures (MMSE, DRS-2 Total Score), history of cardiovascular disease (hypertension, diabetes, hypercholesterolemia), and a measure of educational achievement (WRAT-3 Arithmetic). African American patients with MCI performed below white patients with MCI on 6 of the 7 FCI domains examined and on the FCI total score. WRAT-3 Arithmetic emerged as a partial mediator of group differences on the FCI, accounting for 54% of variance. In contrast, performance on global cognitive measures and history of cardiovascular disease only accounted for 14% and 2%, respectively, of the variance. Racial disparities in financial capacity seem to exist among patients with amnestic MCI. Basic academic math skills related to educational opportunity and quality of education account for a substantial proportion of the group difference in financial performance.

Advancing the Debate on ‘Fitness Testing’ for Children: Perhaps We’re Riding the Wrong Animal

Assessment and evaluation are the cornerstones of the education and health fields. Assessment provides professionals with measures of educational achievement, health and functional status, and acts as an operational starting point for curricular and/or treatment planning and allows professionals to gain an understanding of the child to make informed decisions regarding education or treatment. Evaluation is woven into the fabric of North American schools, be it spelling tests, math tests, an evaluation of a child suspected of having a learning disability, or fitness testing in physical education class. There is little or no debate regarding the importance of assessment and evaluation in the cognitive domains in school (e.g., literacy and numeracy); however, assessment in physical education remains controversial. Physical and health education is mandated in most schools, just like spelling, math, science, and language arts; yet there is resistance to assessment in physical education. The purpose of this article is to further the debate surrounding fitness testing in schools.

The Role of Familism in Explaining the Hispanic-White College Application Gap

Compared to other ethnic and racial groups, Hispanic youth are worse off in every available measure of educational achievement and attainment at the primary, secondary, and postsecondary levels. Using data from the Texas Higher Education Opportunity Project, we explore the degree to which students' preferences to stay home for college can help explain the low college application rates of Hispanic students. Among high school seniors, we find that (1) Hispanics are the most likely to report it is important to live at home during college, even those with college-educated parents; (2) net of other factors, students who indicate it is important to stay home are significantly less likely to apply to college, especially to selective institutions; and (3) taking account of the preference to stay home significantly reduces the Hispanic-white gap in applying to any college and a four-year college, and it makes the gap in applying to a selective college disappear.

Fish consumption and cognitive function among older people in the UK: baseline data from the OPAL study.

Observational epidemiological data suggest that habitual consumption in later life of oily fish, rich in n-3 long-chain polyunsaturated fatty acids (n-3 LCPs), is associated with better cognitive function, slower rates of cognitive decline and a lower risk of dementia. In this paper we present data on baseline fish consumption and cognitive function in cognitively healthy older people randomised onto the Older People And n- 3 Long-chain polyunsaturated fatty acid (OPAL) study. In total, 867 older people were recruited to join the OPAL study from 20 general practices in England and Wales. Participants were aged 70-79 years at baseline were free of dementia and diabetes, had a Mini-Mental State Examination score of 24 or greater and did not report daily fish oil supplement consumption. Self-reported habitual fish consumption was assessed at baseline via questions on frequency and type of fish consumption. Cognitive function at baseline was assessed via validated cognitive tests assessing memory, executive function, psychomotor speed and attention, including the Californian Verbal Learning Test (CVLT), the primary outcome of the OPAL study. Reported age at leaving full time education was recorded as a measure of educational achievement and psychological health was measured using the GHQ-30 questionnaire. Unadjusted analysis revealed significant positive associations between reported fish consumption and the CVLT scores with a mean increase of approximately 0.24 words remembered for each increase in level of reported fish consumption. These associations were noticeably attenuated on adjustment for age, gender and reported age at leaving full-time education and did not remain significant on further adjustment for GHQ-30 score. Similar associations were also observed between fish consumption and the global cognitive z-score, memory score, executive function score and delay scores in unadjusted analysis with the associations again attenuated on adjustment. Baseline data from participants randomised into the OPAL study provide support for the hypothesis that higher fish consumption is associated with better cognitive function in later life. However, although in the main associations remain after adjusting for education and psychological health, the data do not allow us to rule out the possibility of residual confounding e.g. from socioeconomic status or other health behaviours. Evidence is needed from randomised clinical trials to clarify the role of n-3 LCPs in cognitive health in later life in the normal older person population.

Gender Differences in Educational Achievement to Age 25

Gender differences in educational achievement were examined in a cohort of 1265 individuals studied from birth to age 25. There was a small but pervasive tendency for females to score better than males on standardised tests and to achieve more school and post-school qualifications. The differences could not be explained by differences in cognitive ability as males and females had similar IQ scores. Teacher ratings of classroom behaviour revealed that males were more prone to inattentive, restless and distractible behaviours and aggressive, antisocial and oppositional behaviours than females. When the associations between gender and measures of educational achievement were adjusted for teacher ratings of classroom behaviour the gender differences were reduced substantially. These results suggest that one approach to reducing gender differences in educational achievement lies in improving classroom behaviour.

Early motherhood and subsequent life outcomes

Early motherhood has been linked with a number of adverse outcomes, including mental health difficulties and barriers to completing educational qualifications and workforce participation. The present study examined the extent to which these linkages could be explained by the influence of social, family, and background factors that were associated with early motherhood. Data were gathered as part of the Christchurch Health and Development Study, a 25-year longitudinal study of a birth cohort of New Zealand children. Information was obtained on: (a) the history of pregnancy and parenthood for female participants over the period 15-21 years; (b) measures of DSM-IV mental disorders and suicidal behaviour over the interval 21-25 years; (c) measures of educational achievement over the interval 21-25 years; (d) measures of welfare dependence, workforce participation, and income over the interval 21-25 years; and (e) childhood, family and related confounding factors. Early motherhood was associated with higher levels of mental health disorders, lower levels of educational achievement, higher levels of welfare dependence, lower levels of workforce participation, and lower income. Control for confounding factors reduced the associations between early motherhood and later mental health disorders to statistical non-significance. However, the associations between early motherhood and later educational achievement and economic circumstances persisted after control for potentially confounding factors. The findings suggest that early motherhood puts young women at risk for educational underachievement and poorer economic circumstances. The linkages between early motherhood and later mental health difficulties can largely be accounted for by childhood, family, and related circumstances that occurred prior to parenthood.

Ten Big Effects of the No Child Left behind Act on Public Schools

TEST-DRIVEN accountability is now the norm in public schools, a result of the No Child Left Behind (NCLB) Act, which is the culmination of 15 years of standards-based reform. Many state and local officials believe that this reliance on tests is too narrow a measure of educational achievement, but NCLB has directed greater attention to low-achieving students and intensified efforts to improve persistently low-performing schools. For the past four years, the Center on Education Policy (CEP), an independent nonprofit research and advocacy organization, has been conducting a comprehensive and continuous review of NCLB, producing the annual reports contained in the series From the Capital to the Classroom as well as numerous papers on specific issues related to the law. (1) Each year, the CEP gathers information for this review by surveying officials in all the state departments of education, administering a questionnaire to a nationally representative sample of school districts, conducting case studies of individual school districts and schools, and generally monitoring the implementation of this important national policy. TEN EFFECTS Ten major effects of NCLB on American education are evident from this multi-year review and analysis. We describe these effects broadly, because our purpose is to assess the overall influence of this policy on public schools. The effects on particular schools and districts may be different. 1. State and district officials report that student achievement on state tests is rising, which is a cause for optimism. It's not clear, however, that students are really gaining as much as rising percentages of proficient scores would suggest. Scores on state tests in reading and mathematics that are used for NCLB purposes are going up, according to nearly three-fourths of the states and school districts, and the achievement gaps on these same tests are generally narrowing or staying the same. States and districts mostly credit their own policies as important in attaining these results, although they acknowledge that the adequate yearly progress (AYP) requirements of NCLB have also contributed. However, under NCLB, student achievement is equated with the proportion of students who are scoring at the proficient level on state tests, and states have adopted various approaches in their testing programs, such as the use of confidence intervals, that result in more test scores being counted as proficient. In addition, some national studies support our survey findings of increased student achievement, while others do not. 2. Schools are spending more time on reading and math, sometimes at the expense of subjects not tested. To find additional time for reading and math, the two subjects that are required to be tested under NCLB and that matter for accountability purposes, 71% of districts are reducing time spent on other subjects in elementary schools--at least to some degree. The subject most affected is social studies, while physical education is least affected. In addition, 60% of districts require a specific amount of time for reading in elementary schools. Ninety-seven percent of high-poverty districts have this requirement, compared to 55%-59% of districts with lower levels of poverty. 3. Schools are paying much more attention to the alignment of curriculum and instruction and are analyzing test score data much more closely. Changes in teaching and learning are occurring in schools that have not made AYP for two years. The most common improvements are greater alignment of curriculum and instruction with standards and assessments, more use of test data to modify instruction, use of research to inform decisions about improvement strategies, improvement in the quality and quantity of professional development for teachers, and the provision of more intensive instruction to low-achieving students. 4. Low-performing schools are undergoing makeovers rather than the most radical kinds of restructuring. …

Cost-Effective School Inputs

The current debate about class size is not centered on whether smaller class sizes are desirable. Rather, the debate is whether the costs involved are the best ways to spend taxpayers’ monies. This analysis addresses this question for the state of Florida. Using the Florida Comprehensive Assessment Test as a measure of educational achievement, a state data set containing information on all elementary schools was used to examine which government-funded inputs were most cost effective. Using a three-step methodology leading to a cost effectiveness analysis, this article finds that reducing class sizes is the most expensive of state inputs that affect achievement scores. Varying the mix of school personnel (administrators, teachers, and teacher aides) and investments in teacher quality (training and experience) are shown to produce the same results (raising test scores) at a lower cost than the reduction of class sizes.